An overview of the microethics and macroethics education of computing students in the United States

The literature does not include a good synthesis of how ethics, particularly macroethical issues, are integrated into the education of computing versus engineering students. Survey responses from faculty who teach computing students (n=188) were compared to other engineering disciplines (n=1161). The most common topics taught by the computing respondents were: professional practice issues (64%) and the societal impacts of engineering and technology (62%); these same topics were the most prevalent among other engineering disciplines. Privacy and civil liberties were taught by 48% of computing educators (vs. 9% of non-computing), while six topics were taught less frequently to computing students. Ethics and societal impact topics were most commonly taught to computing students using discussions and case studies in sophomore or junior level core engineering courses and senior capstone design. Some ethical topics were also infused into co-curricular activities. Among computing instructors, only 32% felt that undergraduate education on both ethics and broader societal impacts in their program was sufficient. Fewer respondents (23%) felt that graduate education of computing students on these issues was sufficient. These perceptions were similar in other engineering disciplines. The research results suggest improvements for the integration of ethics into the education of computing students.